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Earth’s Structure and Processes

Unit Plan

Earth’s Structure and Processes

Objectives

In this unit, students will understand that features on Earth’s surface are constantly changing through a combination of slow and rapid processes. Students will:

  • identify the causes of features on Earth’s surface.

  • compare and contrast between chemical and physical weathering.

  • understand slow processes such as tectonic plate movement, weathering, erosion, and sediment deposition.

  • understand rapid processes such as landslides, volcanic eruptions, and earthquakes.

Essential Questions

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Formative Assessment

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    Multiple Choice Questions:


      1. What was the name of Earth’s land surfaces prior to the plates breaking away into separate continents?

    1. Pangaea
    2. Continental Drift
    3. Gargantuan
    4. Jurassic

      1. Which best describes the volume of water when it has been frozen?

    1. It increases.
    2. It decreases.
    3. It stays the same.
    4. All of the above.

      1. Which location is most likely to experience an earthquake?

    1. A major city
    2. Near a volcano
    3. Along a fault line
    4. In an ocean

      1. Which characteristic of natural disasters is most common during an earthquake?

    1. Pollution
    2. Lava damage
    3. fires
    4. ground shaking

      1. What happened to the copper penny when mixed with vinegar?

    1. No change.
    2. It fizzled.
    3. It turned green.
    4. It deteriorated.

      1. Which of the following types of erosion leave large scars on the Earth’s surface

    1. glacial
    2. wind
    3. soil
    4. sea

    Multiple Choice Answer Key:

    1. A

    2. A

    3. C

    4. D

    5. C

    6. A

    Short Answer Items:


    7. What caused Pangaea to break up?



    8. Why do you think you find similar fossils in different continents even though those continents aren’t connected?



    9. What can we do to prevent certain types of erosion to help improve our Earth?

    Short-Answer Key:

    7. Answers will vary. Possible answer includes:

    Earth’s tectonic forces slowly moved Pangaea in a different direction as a result of rising magma and sinking crust. Over time, this continental drift separated and moved the giant land mass across the planet.


    8. Answers will vary. Possible answer includes:

    Similar fossils may be found on distant continents today because at some point in Earth’s history, they were connected. Tectonic plate movement separated them over millions of years. The fossil remains are evidence that these continents were once connected

    9. Answers will vary. Possible answer includes:
    Erosion can be prevented by planting trees to strengthen soil and adding chemicals to products in order to prevent erosion from salt water and acidic rain.

    Performance Assessment:


    Part I

    Imagine if you were to see into the future and the continents had come back together again to form a Pangaea.

    What would the new Pangaea look like? Make a drawing showing where the seven continents would end up and what the new Pangaea would look like.

    Explain in three paragraphs why your new Pangaea would look like this considering the plate movement.

    You will also be graded on your illustration and neatness.

    Scoring Rubric for Part I:

    Points

    Description

    3

    • Drawing demonstrates an accurate direction of movement found in modern plates.

    • Drawing is decorated with neatness and includes titles of all seven continents and major Earth geographical features.

    • Essay response explains the reasons for plate movement, taken from the lesson, and the predicted direction of drift by the continents.

    2
    • Two of the three components are completed.

    1
    • One of the three components is completed.

    0
    • Student does not show any examples from the lesson or complete any of the required components.

    Part II

    Again, imagine the continents coming back together to form a new Pangaea. You will write a three page paper based on the following questions:

    • During the process of the continents coming together, what do you think is going to happen when the tectonic plates collide?

    • What types of natural disasters are going to happen?

    • Will there be any new formations created?

    • Do you think anything will change as far as pollution in the air?

    • If there are humans or animals (including birds and sea life), how will their lifestyles change? What hazards will they deal with?


    Scoring Rubric for Part II:

    Points

    Description

    4
    • Answers all questions using examples from the lessons and discussions in the classroom. Goes above and beyond by using real-world examples from outside of class.

    3
    • Answers all questions using examples from the lessons and discussions in class.

    2
    • Answers all questions and uses some examples to answer questions. Mostly gives opinions without support from the lessons.

    1
    • Answers all questions, but uses mainly opinions with no support from the lessons or discussions.

    0
    • Doesn’t complete the questions or show any examples from the lessons or class discussions.

    Part III

    Present your ideas of the new Pangaea to the class and turn in your paper to the teacher.

    Scoring Rubric for Part III:

    Points

    Description

    4
    • Student explains Pangaea and reads his/her paper with exceptional voice level, clarity, fluency in speaking, and eye contact. No errors in speaking or presentation.

    3
    • Student explains Pangaea and reads his/her paper with exceptional voice level, clarity, fluency in speaking, and eye contact. Minimal errors.

    2
    • Student explains Pangaea and reads his/her paper with changing voice level, reduced clarity, varied fluency in speaking, and minimal eye contact. Errors and pauses in presentation.

    1
    • Student explains Pangaea and reads his/her paper with low voice level, minimal clarity of words and fluency in speaking, and no eye contact. Teacher has to help student with presentation.

    0
    • Student doesn’t present or does not have his/her presentation ready for class.

DRAFT 11/19/2010
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